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Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

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The Effect of a Structured and Progressive Rhythmiccognitive Dual-task Exercise Program on Impulsivity in Children

Behzad Amini¹, Seyed Ali Hosini¹, Ebrahim Pishyareh²

¹Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.

Basic and Clinical Neuroscience

|June 1, 2026

Summary

A dual-task exercise program significantly reduced impulsivity and improved inhibitory control in children with attention-deficit/hyperactivity disorder (ADHD). These benefits were sustained one month post-intervention for most measures.

Keywords:

ADHD Attention Dual-task Impulsivity Inhibition Rhythmic movement

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Last Updated: Jun 2, 2026

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

Neuroscience
Developmental Psychology
Clinical Psychology

Background:

Impulsivity is a key symptom of attention-deficit/hyperactivity disorder (ADHD) in children, impacting behavior and social interactions.
Limited medication options for young children necessitate effective non-pharmacological interventions for impulsivity.
Early intervention is crucial for addressing developmental impacts of impulsivity in ADHD.

Purpose of the Study:

To evaluate a structured dual-task exercise program for reducing impulsivity in children with ADHD.
To assess the program's effectiveness in improving inhibitory control and related symptoms.
To determine the sustainability of intervention effects one month post-treatment.

Main Methods:

A randomized clinical trial involving 60 children (6-12 years) diagnosed with ADHD.
Participants were assigned to either a dual-task intervention group or a control group.
Intervention consisted of 18 sessions over 6 weeks, incorporating rhythmic movements, visual, and auditory cues, with assessments at baseline, post-intervention, and 1-month follow-up.

Main Results:

The intervention group showed significant improvements in response control and prudence across auditory and visual domains (P<0.001).
Marked differences in reaction time were observed between groups (P<0.001).
Improvements in most measures were sustained at the one-month follow-up, with response control showing no significant change.

Conclusions:

A rhythmic-cognitive dual-task training program positively impacts impulsivity symptoms in children with ADHD.
The program effectively enhances inhibitory control, a critical deficit in ADHD.
The intervention offers a promising non-pharmacological approach for managing ADHD-related impulsivity.